The speech of "Looking for Air"

As a selfless teacher, you should always write speeches, which can make teaching more scientific. How to write the speech? The following is the speech of "Looking for Air" compiled by me. Welcome to reading. I hope you will like it.

The design intention of the lecture 1 in search of air;

The new "Outline" clearly points out that "science education should be closely linked with children's real life and use things and phenomena around them as the objects of scientific inquiry." Air is closely related to our life. Everything in the world is full of vitality because of the existence of air, which provides rich materials for children to find problems through their eyes, brain and hands. Make children become passive learners and explorers, thus sprouting the emotion of loving science.

State the objective of the activity:

1. Perceive the existence of air and master its characteristics and functions.

2. Stimulate children's interest in exploring natural phenomena.

Tell the key points of the activity:

Make use of interesting scientific operation activities to make children interested in scientific inquiry activities. Curiosity and desire to explore are the keys to scientific enlightenment, which will keep children's enthusiasm for inquiry learning forever. Therefore, I focus on cultivating children's interest in inquiry and carefully care for it.

Tell the difficulty of the activity:

Through the teacher's demonstration operation experiment, guide the children to find air. The children in our class are influenced by their original knowledge, experience and thinking level, and their understanding of things and their relationships is very superficial and one-sided.

Speaking of teaching AIDS and learning tools:

Ball, transparent glass, chalk, transparent water container, candle, lighter, paper, cardboard.

Oral English teaching methods and learning methods

1, teaching method:

This activity will use the methods of inspiring questioning method, observing and discovering, guiding and discovering, and experimental operation to let children feel the existence of air.

2, study law:

In the interaction with teachers, children acquire cognitive ability through guessing, experimental operation and observation.

Tell the activity process:

(A) teachers to carry out lead-in activities to stimulate children's interest.

Riddle, lead to the topic: children, today the teacher brought a good friend. Let's guess who it is.

Riddle:

Invisible, intangible, odorless and tasteless, animals and plants need it and can't live without it for a moment. (Air) Show the ball and let the children tell why it bulges. Who lives in the ball? (air)

(2) Ask questions and guess.

1, looking for air:

Now let's have a look, children. Where is the air? Show the ball and let the children tell who lives in it. (air)

2. The child answers after discussion and the teacher comments.

(3) Experimental operation and exploration activities.

1, there is air in your body. Please stretch out a hand and blow hard on your hand with your mouth to feel the existence of air in your body. Or hold your nose with your hand and shut your mouth to express your feelings.

2. The air in the chalk.

In small groups, the children put the chalk heads into water containers and observe what will happen. Tell me what you see.

Do experiments to perceive the existence and characteristics of air.

Children, the teacher will play a magic game with you today.

(5) Water that cannot be poured out.

1. Show glasses and cardboard. Fill the cup with water, cover it with cardboard and turn it upside down. Can you prevent the water in the cup from pouring out? Representatives of success and failure. In contrast, children know that only when there are no bubbles in the cup (there is no air in the cup) can the cup be turned upside down. The children tried the experiment again until they succeeded.

2. Who is helping? Why is there no air in the cup, so the water won't pour out? Who the hell is helping? Who's so good? Guide children to communicate: If there is no air in the cup, the outside air will not let water flow out of the cup.

3. Light the candle and let a child cover the candle with glass to see what will happen.

The child replied and put the paper on the table. Children are divided into groups: stir around by hand and observe the changes of paper pieces. Let children feel that our surroundings are full of air, but we can't see it. Reflection: This activity makes children interested in the phenomena in the experiment, lets them play repeatedly in the experiment, and lets them operate; On the basis of exploration, we gained experience that if there is no air in the glass, the outside air will pour water into the glass, the cardboard will be sucked in and the water will not come out.

At the same time, I added a cup to cover the lit candle in this class, and the candle went out at one point. Air can support combustion. The purpose of attracting children's attention is to establish a platform for children to explore, try and communicate through colorful activities. Children are easy to understand. In the activity, I used the methods of inspiring questioning method, observing and discovering, guiding and discovering, and experimental operation. Children's abstract natural imagination has become concrete through the teaching link of solve riddles on the lanterns-finding air-experimental operation, and the classroom atmosphere is very active, highlighting the important and difficult points of activities. Enriching children's life experience through scientific exploration activities, letting children feel the existence of air with simple scientific experiments, and letting children understand that our lives cannot be separated from air are also the highlights of this activity.

Air is everywhere. As long as there is a gap, there is air. It also cultivates children's cognitive ability.

"Looking for Air" Lecture Notes 21. teaching material analysis:

"Looking for Air" is the content of section 1 of Unit 3, Book 2, Grade 1, Primary School Science, Jiangsu Education Press. "Air" is no stranger to every child. Students all know that there is air, but they don't know that there is air everywhere. Air is invisible and intangible. Through three student activities, this lesson guides students to perceive that there is air around us, and proves that air is around us with facts, knowing that human survival cannot be separated from air.

Second, the analysis of teaching objectives:

According to the content and characteristics of the textbook, I determined the teaching objectives, key points and difficulties.

Teaching objectives:

(1) By filling air in different places, we found that there was something around us that could make the bag swell.

(2) By releasing the air in the bag, mobilize various senses and perceive the existence of air.

(3) Hold your breath and you will know that human beings can't live without air.

Key points:

Know that there is air around us

Difficulties:

Use a variety of methods to mobilize a variety of sensory organs and perceive the existence of air.

Third, teaching preparation:

Plastic bag, safety thumbtack, whistle, sink

Fourth, the teaching rules:

The first link: stimulate interest and introduce new lessons.

Considering the characteristics of the first-year students, the teacher took out a big plastic bag and asked the students to observe it carefully, see it with their eyes and touch it with their hands, and guess what was in it, which fully stimulated the students' interest in learning.

The second link: activity and inquiry

In this session, I arranged three inquiry activities to guide students to feel that there is air around us and know that human survival cannot be separated from air. The first activity: organize students to start looking for air and put an invisible thing around them into a bag. Fully tap students' rich life experience and guide students to make reasonable guesses. "Do you know where there is air? Who can tell me where there is air? How do you know? " Cultivate students' scientific literacy. Through hands-on, the students found that schoolbags can be bulging on the playground, in the Woods, in the classroom and on the table. Under my guidance, let students actively participate in it, which can stimulate students' interest in learning and let them play in school and middle school. Turn their curiosity into conscious inquiry ability. The second activity: release the contents of the bag and feel the existence of air with different sensory organs. It includes three small activities: when students poke a hole in the bag and squeeze the hole against their face, they can feel something brushing their cheeks; Students put a small whistle at the mouth of the plastic bag, and something can be heard whistling when squeezing the bag; When students press the perforated plastic bag into the water, they can see bubbles coming out. This mysterious thing that can be packed in plastic bags, can brush cheeks, can whistle and can bubble in water is air. I also try to get students to discuss and communicate. Is there any other way? In order to deepen our understanding of what we have learned. The third activity: By holding your breath and analyzing a set of pictures, we know that human beings can't live without air. In classroom teaching, let students pinch their noses with their hands, don't breathe secretly with their mouths, and feel the importance of air.

Understand the importance of air to people.

The third link: expansion and extension:

In this session, I showed my classmates the danger of not staying in a place with poor air circulation for a long time through video, and also left them an assignment: Can you bury your head in the quilt when you sleep? Let the children go home and feel for themselves, and discuss and communicate in the next class.

Verb (abbreviation of verb) teaching process;

First of all, stimulate interest and introduce new lessons.

The teacher shows a big plastic bag, please observe it carefully, look with your eyes, touch it with your hands and guess what's inside.

Students discuss and exchange, and introduce new lessons.

Second, activities and inquiry

(1) Organize students to find air in different places.

1, guide students to guess reasonably "Do you know where there is air? How do you know? "

2. Students discuss and communicate.

3. Guide students to pack air in plastic bags.

4. Teacher's summary: In the playground, in the Woods, in the classroom and on the table, you can bulge your schoolbag.

(2) Use different methods to release the air in plastic bags.

1. Let the students poke a hole in the bag. When they press the hole on their faces, they can feel something brushing their cheeks.

When the students put the whistle on the mouth of the plastic bag, they can hear something whistling when squeezing the bag.

When students press plastic bags with holes into the water, they can see bubbles coming out. Remind students that the hole should be stuck in a plastic bag immersed in water.

Students complete the experiment under the guidance of the teacher.

5. Teacher's summary

(3) Through the breath-holding activities and the analysis of a set of pictures, we know that human beings cannot survive without air.

1, let the students hold their noses tightly with their hands, don't breathe secretly with their mouths, and feel the importance of air.

2. Discuss with pictures that people can't live without air.

Third, expand and extend:

1, the teacher showed a video to the students to see the danger of not staying in a place with poor air circulation for a long time.

2. Homework: Can you bury your head in the quilt when you sleep? Let the children go home and feel for themselves, and discuss and communicate in the next class.

Six, homework layout:

Complete page 7 of the student activity manual.

Seven, blackboard design:

Looking for air

Looking for air

The importance of air